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Design principles for professionalizing primary school teachers on promoting reading motivation

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Abstract
Studies show that teachers’ continuing professional development (CPD) is essential for educational quality, and moreover, when it comes to reading, key for students’ success in education and participation in our 21st century society. Most of the research investigating professional development programs on improving teachers’ self-efficacy for teaching reading and in particular on fostering students’ reading motivation, however, fails to include clear and detailed descriptions of the design principles underlying the programs. Therefore, the present study provides a comprehensive description and operationalization of the design principles of a CPD program for primary school teachers focusing on promoting students’ reading motivation combining Desimone’s (2009) framework for effective professional development with Self-Determination Theory (Ryan & Deci, 2000). Consequently, the CPD program’s core features as distinguished by Desimone (i.e., content focus, coherence, active learning, collective participation and duration) and the need for autonomy, competence and relatedness as put central in SDT are analytically described and elaborated on. In view of reporting on the implementation check of the CPD, we further provide insight into whether these operationalized design principles were also perceived as such by the teachers participating in a first iteration of the CPD intervention. information.
Keywords
reading motivation promotion, continuing professional development, primary education teachers, design principles, self-determination theory

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MLA
Vansteelandt, Iris, et al. “Design Principles for Professionalizing Primary School Teachers on Promoting Reading Motivation.” L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE, vol. 19, 2019, pp. 1–26.
APA
Vansteelandt, I., Mol, S. E., & Van Keer, H. (2019). Design principles for professionalizing primary school teachers on promoting reading motivation. L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE, 19, 1–26.
Chicago author-date
Vansteelandt, Iris, Suzanne E Mol, and Hilde Van Keer. 2019. “Design Principles for Professionalizing Primary School Teachers on Promoting Reading Motivation.” L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE 19: 1–26.
Chicago author-date (all authors)
Vansteelandt, Iris, Suzanne E Mol, and Hilde Van Keer. 2019. “Design Principles for Professionalizing Primary School Teachers on Promoting Reading Motivation.” L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE 19: 1–26.
Vancouver
1.
Vansteelandt I, Mol SE, Van Keer H. Design principles for professionalizing primary school teachers on promoting reading motivation. L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE. 2019;19:1–26.
IEEE
[1]
I. Vansteelandt, S. E. Mol, and H. Van Keer, “Design principles for professionalizing primary school teachers on promoting reading motivation,” L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE, vol. 19, pp. 1–26, 2019.
@article{8625512,
  abstract     = {Studies show that teachers’ continuing professional development (CPD) is essential for educational quality, and moreover, when it comes to reading, key for students’ success in education and participation in our 21st century society. Most of the research investigating professional development programs on improving teachers’ self-efficacy for teaching reading and in particular on fostering students’ reading motivation, however, fails to include clear and detailed descriptions of the design principles underlying the programs. Therefore, the present study provides a comprehensive description and operationalization of the design principles of a CPD program for primary school teachers focusing on promoting students’ reading motivation combining Desimone’s (2009) framework for effective professional development with Self-Determination Theory (Ryan & Deci, 2000). Consequently, the CPD program’s core features as distinguished by Desimone (i.e., content focus, coherence, active learning, collective participation and duration) and the need for autonomy, competence and relatedness as put central in SDT are analytically described and elaborated on. In view of reporting on the implementation check of the CPD, we further provide insight into whether these operationalized design principles were also perceived as such by the teachers participating in a first iteration of the CPD intervention. information.},
  author       = {Vansteelandt, Iris and Mol, Suzanne E and Van Keer, Hilde},
  issn         = {1573-1731},
  journal      = {L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE},
  keywords     = {reading motivation promotion,continuing professional development,primary education teachers,design principles,self-determination theory},
  language     = {eng},
  pages        = {1--26},
  title        = {Design principles for professionalizing primary school teachers on promoting reading motivation},
  volume       = {19},
  year         = {2019},
}